Abstract:This study aimed to identify the concepts of teachers' utilization of computers and obstacles encountering its application in teaching intellectually retarded and investigating the importance of this utilization and its relationship with academic achievement in the educational districts in Riyadh and Damam. The study sample consisted of teachers of intellectually retarded children enrolled in Elementary Intellectual institutes and programs. The total number of the sample was 418 male and female teachers clustered in institutes and programs. One hundred and fifty teachers work at institutes and 268 teachers work in programs in regular schools. The instrument developed by the researcher was administered to the study subjects. The instrument compromised of two parts, the first one identifies the concepts of teachers' utilization of computers and the second part identifies obstacles encountering the utilization of computers. The study attempted to answer the following research questions: 1) What are the uses of computer by intellectually retarded children and do these uses differ subject to type of provisions (programs/institutions)? 2) Are there significant differences in the level of academic achievement between intellectually retarded students whose teachers use computers in teaching and those whose teachers do not? 3) What are the obstacles that hinder the use of computers by teachers of intellectually retarded students and do these uses differ subject to type of provisions (programs/institutions)? The results revealed the following:1 - Little use of the computer as a teaching aid rather it was used in recording data and in self-development.2 - There were significant differences between the mean score of using computers of teachers work at institutions and in programs in favor of the latter group. 3- There were significant differences in students' academic achievement in the subjects of Reading and Mathematics in favor of students whose teachers used computers at a high rate in their teaching.4 - Obstacles of using computers compromised of obstacles in all dimensions of obstacles with a difference in the degree of encountering them by teachers of intellectually retarded students either in institutions or in programs carried out in the regular school.